ワードウルフ/Word Wolf. Intermediate Mid, Japanese 301, Lab 09

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The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

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1. Use the Activity as is:

Before you begin:

• Most activities are 30 minutes in duration, unless otherwise specified.
• Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:

• Google Slideshows:
  
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• Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 
  

3. Adapt for Another Language:

• See the linked English Version at the top of the activity (English Version may not be available for all activities)

ワードウルフ/Word Wolf

Description:

Students will listen to a Japanese scary story, comparing the story to scary stories from their own culture. They will then play a game where students must be skilled with conversational Japanese to win. They will end by discussing aspects of Halloween, such as their favorite scary movies.

Proficiency Level:

Intermediate Mid

Keywords:

Scary story, cultural comparisons, listening comprehension, creative language use, conversation game, Halloween

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
• Standard 1.2: Students understand and interpret written and spoken Japanese on a variety of topics.
• Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of Japanese culture.
  
• Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of Japanese culture and their own.

Idaho State World Language Standards:

• COMM 1.1:  Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
• COMM 2.1:  Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
• CLTR 1.3: Function appropriately in diverse contexts within the target culture.
• COMP 2.3:  Compare and contrast authentic materials from the target culture with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

• I can understand a Japanese horror story and what makes it scary.
• I can persuade or influence others’ opinions using Japanese.
• I can converse in a fluid and dynamic conversational environment. 

Materials Needed:

Word Cards

Google Slideshow

Warm-up

1. Tell the students a Japanese scary story about the “red room”

ユキという女の人が大学のために東京に来て１人暮らしを始めました。マンションの部屋の壁に穴が空いてるのを見つけました。その穴からは隣の部屋が見えました。ユキは気になって穴を覗きました。穴を見たら隣の部屋真っ赤でした。ユキは「隣の部屋は赤い壁なのかな」と思いました。その日から気になって毎日穴を覗きました。ある日ユキは大家さんに隣の部屋のことを聞きました。「私の隣の部屋にはどんな人が住んでいるんですか？」大家さんは「あなたの隣の部屋には病気で目が赤い人が住んでいますよ」と答えました。

2. Ask the students if they understand and tell them what it means

意味が分かりますか？ユキはずっと赤い部屋を見ていたのではなく、隣の人の目をずっと見ていました。

Main Activity

1. The first round will be a practice round.

最初のラウンドは練習です。

2. Give each student a Word Card and make sure they don’t show anyone. 

3. Four students (the “citizens”) will have the same card, while one other student (the “wolf”) will have a different card. However, students will not know if they are the citizen or the wolf.

５人中４人は同じカードを持ってる市民です。違うカードを持ってる１人がウルフです。でも、誰が市民で誰がウルフは誰も分かりません。

4. For the first round, there will be four cards with りんご while one student will have 梨. The students with りんご would therefore be the citizens while the student with 梨 would be the wolf.

5. Set the timer to three minutes.

6. In that time, the citizens and the wolf are free to discuss the word on their card in any way they want. 

３分間カードに書いてあるものについて話し合ってください。

7. As mentioned above, none of the students will know whether they are the wolf or not, so it will take some discussion before they start to suspect their role. 

8. The students will most likely benefit from being somewhat vague in how they discuss their word.

具体的なことを言うと自分のカードがバレてしまう可能性が高いです。できるだけ漠然した（アブストラクトな）ことを言ったほうがいいと思います。例えばお題がぶどうなら「これは紫ですよね」ではなく「これはおいしいですよね。」と言ったほうがいいです。もしウルフカードが「ぶどう」で市民カードが「メロン」だったらすぐバレてしまいますよね。

9. If the students realize they may be the wolf during the discussion, they may lie to manipulate other students’ answers. You could basically play mind games during this activity.

これは心理戦です。もし自分がウルフだと思ったら嘘をついても大丈夫です。

10. After three minutes, on the count of three, ask the students to point at who they think is the wolf. If a student believes he/she is the wolf, he/she may point at themselves.

３、２、１のタイミングで誰がウルフだと思うか指をさしてください。もし自分がウルフだと思ったら自分に指をさしてください。

11. If they guess the wolf correctly, the citizens win. If they guess a citizen instead, the wolf will win.

もしウルフを当てられたら市民の勝ちです。もし当てられなかったらウルフの勝ちです。

12. Now that the practice round has finished, play new rounds with the rest of the different vocab cards!

では、本番ラウンドを始めましょう。

End of lab:

• Read can-do statements and have students evaluate their confidence with cards 
• Encourage students to be honest in their self-evaluation
• Pay attention, and try to use feedback for future labs

NCSSFL-ACTFL Can-Do Statements:

• I can understand a Japanese horror story and what makes it scary.
• I can persuade or influence others’ opinions using Japanese.
• I can converse in a fluid and dynamic conversational environment.